Diane Howard, Ph.D.                                
 

    Inspiring Internal Locus of Control Through Narrative Role Models  
Conflict Narrative Course - A Site for Change: Connecting with Self Through the Actions of Others
National Communication Association Convention, San Antonio, TX

 Fall 2006
 

    In the last decade, I have been involved in Performance Studies research that has concerned the potential role modeling effect of performances of autobiographies. This literary and performative genre focuses on individuals' internal, subjective realities, struggles, conflicts, and development. Autobiographical performing can present persons as role models in their struggles to answer questions about themselves or others, to make significant decisions, to overcome personal or cultural barriers, and to process conflict. Evidence supports the idea that performing autobiography may provide a role modeling effect, which may influence audience members and observers to positively process conflict. This role modeling effect may be particularly significant in marginalized groups such as women and minorities.    

    In 1996, I provided evidence that the variable of locus of control, which has been considered a reliable and valid construct and predictor of achievement, could be affected and changed by the identification of role models in female college students. Further, I presented evidence, which supported the idea that female college students who identified role models had stronger internal locus of control than did those who did not identify role models (Howard, 1996). In the past decade, I have expanded investigations of the relationship between role models and locus of control. For example, one related research project has studied the relationship between role modeling through videoconference performances of African American autobiographies and locus of control in college audience members. These audience members have been students in a  long-distance, African American history program and have been mostly African Americans themselves. 

Role Model

     Anderson & Ramsey (1990) have defined a role model as an adult who has qualities or skills that a person "…admires and wishes to emulate… The process of observing can take place without direct interaction between the observer and the role model. It is possible that the role model may not be aware of his or her…influence on another person" (183).  Role models in social learning theory have been defined as examples to imitate and as ones perceived by observers as similar to themselves. This similarity may be significant in terms of race and gender. Basow & Howe (1980), social learning researchers, have contended that "The social learning viewpoint states that children imitate same-sex models more than opposite-sex ones due to…perceived similarity to the model" (559). Researchers have defined role models in terms of human examples whom observers can imitate and from whom observers can receive reinforcement. They have contended that role models go beyond providing simple technical “how-to” information, by setting norms and values, providing recognition and reward for achievements, and orienting behaviors on a certain course (Almquist & Angrist, 1971). Bell’s (1970) investigations have led him to define role modeling in terms of two processes: identification and interaction. Identification with the role model by the individual involved any or all of the following: perceived similarity between the individual and role model, imitation by the individual of the role model, and assimilation by the individual of the role model's attitudes and values. Bell  (1970) has contended that interaction occurred in different spheres of life.

Locus of Control

     Locus of control identifies the extent to which persons perceive that events in their lives are contingent upon their own behavior or own characteristics (Rotter, 1966). Locus of control may be operationally measured by Rotter's Internal-External Locus of Control Scale (Rotter, 1966).  Persons with internal locus of control believe they have control over reinforcing events in their lives (Stone & Jackson, 1975). Individuals with internal locus of control attribute change to their actions. They believe and act as though they control their own futures and see themselves as effective in determining the occurrence of reinforcing events (Stone & Jackson, 1975). People with external locus of control attribute change to external sources. They believe, report, or act as though forces beyond their control (such as fate, chance, powerful others, social constraints, or instructions) are important factors in determining the occurrence of reinforcing events (Stone & Jackson, 1975). Persons with external locus of control perceive that reinforcement follows some action of their own but is not entirely contingent upon their action. Rotter (1966) has contended that those with external locus of control believe that reinforcement is "the result of luck, chance, fate, as under the control of powerful others, or is unpredictable because of the great complexity of the forces" ( 227).

    Locus of control has been a valuable construct in studying many important attributes related to personal and professional success. From the 1970’s through the 1980’s, researchers provided evidence of the following:   

·        Subjects with internal locus of control are more cognitively able.

·        They are more mentally aware.

·        Internal persons are better predisposed to learning.

·        Persons with internal locus of control are more motivated than are persons with external locus of control.

·        Internal persons possess more information regarding their status.

·        They are more able to perceive relevant information.

·        Persons with internal locus of control are more prepared to seek necessary information than are external persons.

    Rotter ( 1966) has asserted that persons with internal locus of control show more overt striving...than do persons with external locus of control, who seem to feel that they have little control over their rewards and punishments. Erlund (1984), Deci (1975), Weiner (1972), and Parsons (1983) have seen internal locus of control as a facilitator of achievement. Researchers have contended that students who believe they could influence the outcome of their work are more likely to be motivated in academic studies (Lefcourt 1981,1983; Strain, 1993).  An extensive body of literature supports the premise that persons with internal locus of control show higher motivation than students with external locus of control (Coleman, 1966; Weiner, 1978; Parsons, 1983). Research studies have supported the idea that individuals who score high on achievement motivation assume personal responsibility and attribute success to something they personally do, rather than to luck or ease of task (Crandall, Katkovsky, & Preston, 1962; Crandall, Katkovsky, & Crandall, 1965; Coleman, 1966; Weiner,1978; Parsons, 1983; Strain, 1993).

     Joe (1971) in Erlund (1984) had contended that locus of control research supports the hypothesis:   
 

            …that internals not only will show more initiative and effort in controlling their environments but also control their own impulses
            better than externals…it appears safe to conclude that internals, in contrast to externals, would show a greater tendency to
            seek information and adopt behavior patterns which facilitate personal control over their environments…(20)

     Roeche and Mink (1976) in Erlund (1984) state that evidence suggests that those with internal locus of control:  
 

…have a higher self-concept and are generally better adjusted, more independent, more achieving, more realistic in their aspirations, more open to new learning, more creative, more flexible, more self-reliant, show more initiative and effort in controlling the environment, are less anxious, have higher grades, show more interest in intellectual and achievement matters, etc.…It would seem reasonable then to try and aid people in changing to a more internal orientation, to help them realize the contingencies between their own behavior and relevant aspects of their environment…thus increasing the efficiency effectiveness of their behaviors. (19-20)

    
    Evidence has suggested that persons with internal locus of control are more independent, cognitively able, mentally aware, predisposed to learning, motivated, and able to constructively process conflict than persons are with external locus of control. It appears that information concerning the relationship between internal locus in students and their observation of role models may be of further value. Evidence suggests that there is a relationship between locus of control in college students and their identification of role models. Evidence suggests that locus of control in college students tends to become increasingly more internal when the students have role models (Howard, 1996 & 2001).

Howard, Diane "The Relationship of Internal Locus of Control and Role Models in Female College Students." Ph.D. diss., University of Texas at Austin. [Online] Available http://www.dianehoward.com/Dissertation.htm, 1996.

Howard, Diane. Autobiographical Writing and Performing: An Introductory, Contemporary Guide to Process and Research in Speech Performance. [Online] Available http://www.dianehoward.com/publication.htm, 1999.

Howard, Diane. Autobiographical Writing and Performing [Online] Available http://ali.apple.com/events/mhb/, 2001.

                                                                     Contact Dr. Howard
                                                                      dhoward@vvm.com
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